View in EDS

Exploring the Value of Family Shared Reading with Young People Who Have Profound and Multiple Learning Disabilities (PMLD)

Saved in:
Bibliographic Details
Title: Exploring the Value of Family Shared Reading with Young People Who Have Profound and Multiple Learning Disabilities (PMLD)
Language: English
Authors: Lauran Doak (ORCID 0000-0002-7934-5276)
Source: Journal of Early Childhood Literacy. 2026 26(1):61-82.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Reading Strategies, Multiple Disabilities, Severe Intellectual Disability, Family Environment, Family Relationship, COVID-19, Pandemics, Foreign Countries, Computer Use, Siblings
Geographic Terms: United Kingdom (England)
DOI: 10.1177/14687984241235124
ISSN: 1468-7984
1741-2919
Abstract: Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of 'benefit' is often cast in economic terms to society rather than through the sociological lens of everyday 'family practice'. This paper explores the significance of shared reading for two young people with Profound and Multiple Learning Disabilities (PMLD), a group traditionally characterised as having a developmental age of 24 months or less and who may therefore continue to enjoy shared reading far beyond early childhood. Drawing on iterative qualitative data analysis of semi-structured interviews with two mothers, findings suggest that shared reading is a valued everyday practice fulfilling a range of functions such as emotional regulation, marking time and routine, and inclusion with siblings. The paper considers ways to support shared reading within PMLD families in research, policy and practice.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1499244
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1499244
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Exploring the Value of Family Shared Reading with Young People Who Have Profound and Multiple Learning Disabilities (PMLD)
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lauran+Doak%22">Lauran Doak</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7934-5276">0000-0002-7934-5276</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Early+Childhood+Literacy%22"><i>Journal of Early Childhood Literacy</i></searchLink>. 2026 26(1):61-82.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Disabilities%22">Multiple Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Severe+Intellectual+Disability%22">Severe Intellectual Disability</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Environment%22">Family Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Relationship%22">Family Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Use%22">Computer Use</searchLink><br /><searchLink fieldCode="DE" term="%22Siblings%22">Siblings</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28England%29%22">United Kingdom (England)</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/14687984241235124
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1468-7984<br />1741-2919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less is known about benefits for young people with learning disabilities. Additionally, the analysis of 'benefit' is often cast in economic terms to society rather than through the sociological lens of everyday 'family practice'. This paper explores the significance of shared reading for two young people with Profound and Multiple Learning Disabilities (PMLD), a group traditionally characterised as having a developmental age of 24 months or less and who may therefore continue to enjoy shared reading far beyond early childhood. Drawing on iterative qualitative data analysis of semi-structured interviews with two mothers, findings suggest that shared reading is a valued everyday practice fulfilling a range of functions such as emotional regulation, marking time and routine, and inclusion with siblings. The paper considers ways to support shared reading within PMLD families in research, policy and practice.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1499244
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1499244
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/14687984241235124
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 61
    Subjects:
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Multiple Disabilities
        Type: general
      – SubjectFull: Severe Intellectual Disability
        Type: general
      – SubjectFull: Family Environment
        Type: general
      – SubjectFull: Family Relationship
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Computer Use
        Type: general
      – SubjectFull: Siblings
        Type: general
      – SubjectFull: United Kingdom (England)
        Type: general
    Titles:
      – TitleFull: Exploring the Value of Family Shared Reading with Young People Who Have Profound and Multiple Learning Disabilities (PMLD)
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lauran Doak
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 1468-7984
            – Type: issn-electronic
              Value: 1741-2919
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Early Childhood Literacy
              Type: main
ResultId 1